BTEC Higher Nationals - Teaching and Assessment Guidance - Pearson qualifications
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Teaching and Assessment Guidance Coronavirus (COVID-19) BTEC Higher Nationals The guidance in this document is designed to support centres who are seeking guidance on maintaining their provision in the new environment and on progressing students into study in 2021.
Contents How to approach course design ................................................................................................................... 3 How to approach selection of an alternative BTEC Higher National unit ..................................................... 5 How to approach research............................................................................................................................ 5 How to approach groupwork ........................................................................................................................ 7 How to approach the use of alternative software ...................................................................................... 10 How to approach laboratory work.............................................................................................................. 11 How to approach work experience ............................................................................................................. 12 How to approach presentations ................................................................................................................. 12 Sector-specific guidance ............................................................................................................................. 13 Business................................................................................................................................................... 13 Healthcare, Social and Community Work, and Early Years .................................................................... 13 Construction/Construction and the Built Environment .......................................................................... 14 Art and Design, Creative Media Practice ................................................................................................ 14 Music, Performing Arts ........................................................................................................................... 14 Computing ............................................................................................................................................... 16 Hospitality Management ........................................................................................................................ 16 Applied Science ....................................................................................................................................... 17 Sports and Sports and Exercise Science .................................................................................................. 17 Engineering ............................................................................................................................................. 18 Land-based .............................................................................................................................................. 19 Appendix 1 .................................................................................................................................................. 21 Appendix 2 .................................................................................................................................................. 24
How to approach course design
Where students have registered for the HND qualification and have planned to
progress to the HND Level 5 in the next academic year i.e. 2020-2021, centres are
advised that they can adjust the delivery to cover theoretical components/units this
academic year and practical components/units next year.
Given the current circumstances due to COVID-19, Pearson is temporarily lifting
the expectation that an HND student would have achieved at least 90 credits at
Level 4 before progressing to Level 5 units. 1 This derogation from the standard
progression expectation allows centres to respond to the current situation
by altering the order of the delivery and assessment of units in light of the need
to move to remote teaching, potentially limited access to specialist equipment
and resources, and practical assessment implications.
In exceptional circumstances where such delays in teaching and/or assessment of
practical elements is not possible, centres are advised to adapt the delivery of the
qualification and ensure that the standards are maintained. Centres are
encouraged to review learning outcomes and assessment criteria carefully to
determine whether and how adaptation may be achieved. Centres should not make
alterations to learning outcomes or assessment criteria but may take a broad view
of how students could evidence achievement, recognising that there are different
ways in which a student might provide evidence.
To support centres who may need to review their teaching and assessment plans in
the current circumstances, and offer alternative assessments which can be
completed remotely, we have provided guidance below on adapting the approach
to teaching and assessment, covering both general matters, such as how to
1
Current Higher National rules on progression from HNC to HND: Pearson would expect that an
HND student would have achieved at least 90 credits at Level 4 before progressing to Level 5 units.
This allows for the students to submit the remaining 30 credits at Level 4 while undertaking their
Level 5 study.
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COVID-19 Teaching and Assessment Guidance for BTEC Higher Nationals
Author: Head of HE Research and Qualifications
Approver: Director of Higher Education Qualifications
v.1 6th April 2020 DCL 1 – Publicapproach research-based learning outcomes and assessment, and more subject-
specific matters.
Where a unit or learning outcome contains either a work placement or an activity
that is unsuitable for online delivery, we would advise the centre to consider an
alternative unit where possible (see below for guidance) or to delay until the unit
can be delivered and assessed in a robust way.
Support
We want to offer all the support we can to our centres and tutors. To facilitate this,
we will be delivering a number of Higher National Sector Network events. These
collaborative online events are designed to share and discuss a range of guidance,
teaching and learning resources available to centres during this time of adapted
and remote delivery.
There will be an opportunity during the session to:
• Know where to find updates regarding the awarding and certification
process for Summer 2020 that affect you
• Share and discuss resources and strategies that you have found useful
during this period and in preparation for September 2020 delivery
• Explore the HN Global platform and resources that are available to
support you and your students continued learning
• Explore other online resources, websites and training that may be useful
to you in adapting the delivery and assessment of your Higher National
programme
• Ask questions of Pearson subject matter experts and suggest topics for
training to support delivery and assessment of Higher Nationals.
You can access the schedule for these events and book your place via our website.
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COVID-19 Teaching and Assessment Guidance for BTEC Higher Nationals
Author: Head of HE Research and Qualifications
Approver: Director of Higher Education Qualifications
v.1 6th April 2020 DCL 1 – PublicHow to approach selection of an
alternative BTEC Higher National unit
Qualification structures (i.e. mandatory and optional units) remain the same,
however where delivery of a specific unit is not viable under the current COVID-19
circumstances, an alternative unit could be selected by the centre according to the
published rules of combination, and/or centres could seek approval via the Meeting
Local Needs (MLN) process.
When deciding whether to use an alternative unit, centres should focus on optional
units that have a requirement of practical work that has not yet been started by the
student, and consider offering an alternative unit that does not include
demonstration of practical skills. Where centres are seeking to select an alternative
optional unit from within the same BTEC Higher National, they do not need any
additional approval from Pearson, but should follow the qualification structure
rules as set out in the relevant specification.
Centres that may wish to use alternative units from a
different BTEC Higher National qualification, will need to apply through the
standard MLN process. Centres should keep in mind that MLN can only be used to
fulfill the optional unit allowance in a BTEC Higher National. Mandatory units must
be delivered and assessed and cannot be replaced through MLN.
In making a request for MLN, centres should not seek an alternative unit if students
have already completed significant work in the original unit.
Centres can submit a request for MLN using our online form.
How to approach research
Students working on research activities requiring primary research may find it
challenging in the current climate. However, when used correctly the internet can
be a good source for scholarly journals, current news, books, credible magazines,
5
COVID-19 Teaching and Assessment Guidance for BTEC Higher Nationals
Author: Head of HE Research and Qualifications
Approver: Director of Higher Education Qualifications
v.1 6th April 2020 DCL 1 – Publicgeneral information and other relevant content to help with research-based
activities.
Primary Data Collection
Typically, activities such as interviews, focus groups, observations, etc. would be
conducted in a face-to-face environment. Alternative methods to conduct primary
research could include:
• Using video conferencing software to host focus groups, observations and
interviews
• Arranging a phone conversation for direct interviews
• Using Live Messaging systems or software such as Microsoft Teams to
conduct research amongst peers
• Engaging in email correspondence
• Using social media networks to gauge feedback or interest i.e. consumer
voice.
Using online surveys is another approach which is relatively simple to set up.
Several free online survey tools are readily available to design and send out to a
wide range of participants. Common survey platforms include:
• Google Forms
• SurveyMonkey
• SmartSurvey
An Internet search will reveal numerous other survey platforms that may be
utilized.
Secondary Data Collection
Where primary data collection may not be possible, or necessary, students may be
directed to use secondary research, which can support the original hypothesis
being examined. Many online journals offer free access to scholarly articles and
peer reviewed journals. To ensure reliability look for reputable sources online.
Many reliable statistics, articles and other information can be found on government
and educational websites.
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COVID-19 Teaching and Assessment Guidance for BTEC Higher Nationals
Author: Head of HE Research and Qualifications
Approver: Director of Higher Education Qualifications
v.1 6th April 2020 DCL 1 – PublicIn addition, an Internet search for only scholarly information will reveal further
sources. Some open access journals which feature topics across several areas are:
• DOAJ
DOAJ features more than 8,500 open access journals, many of which are sourced
from government, commercial, non-profit, and for-profit sources.
• Oxford Open
Oxford Open's database is comprised of archived content from more than 300
publications. The majority of these journals are fully open access, and the site also
provides an array of optional open access entries (articles with publication costs
paid by the author) that users may also access free-of-charge.
• Omics Group
More than 300 open-access scientific journals on life sciences, pharmacology,
environmental science, management, computer science and engineering.
Online Schools also publish a full list of open access journals by subject.
Many professional bodies and professional membership organisations also publish
research studies, case studies and information that students may use to support
their research. Typically, these sources will be reliable and relevant. Centres are
encouraged to ensure that students are aware of the professional bodies and
membership organisations that are relevant to their field of study.
How to approach groupwork
In most cases, the requirement for group or collaborative working does not require
that students are physically within the same location. Given this, centres are
encouraged to provide students with advice and guidance on the use of alternative
methods of collaborating. These may include:
• Email correspondence
• Telephone calls
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COVID-19 Teaching and Assessment Guidance for BTEC Higher Nationals
Author: Head of HE Research and Qualifications
Approver: Director of Higher Education Qualifications
v.1 6th April 2020 DCL 1 – Public• Audio/Video conferences (e.g. Zoom, FaceTime, Skype or Microsoft
Teams)
• Online forums
Centres are encouraged to review the tools that may be included with their Virtual
Learning Environment (VLE). Many VLEs include collaboration and group working
tools, which may facilitate students’ interaction with each other.
Collaboration is often associated with students being required to discuss and
negotiate the roles and responsibilities that each will take in the assignment that
they have been assigned. The importance here is that the students
communicate - discussing and deciding on their individual actions that will
contribute to the overall. This may, for example, be the allocation of different areas
of research that will be shared with the others. Thus, more research can be
undertaken than by an individual alone. Similarly, if the students are producing a
report; each may take responsibility for a different aspect of the report.
In project-based work, it is not necessary that the students are all working on the
same response to the assignment brief. Their collaboration may be through any,
or all of, the following:
• Initial research, which is shared and critiqued by the group;
• Their individual response to the brief, which is presented to the group for
feedback and critique;
• Individual development of different parts of a larger response (e.g.
individual works for an exhibition, individual reports on different aspects
of a topic, etc.)
The critical aspects of collaborative work are:
• That students are communicating, sharing, discussing and debating the
overall output.
• That students recognise their own contribution to the overall output, the
contributions of others, and how these combine to form the overall
output.
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COVID-19 Teaching and Assessment Guidance for BTEC Higher Nationals
Author: Head of HE Research and Qualifications
Approver: Director of Higher Education Qualifications
v.1 6th April 2020 DCL 1 – Public• That students reflect upon the collaborative process; recognising the
benefits and challenges, thinking about how they may achieve better
collaborations for the future.
Centres are encouraged to provide students with clear guidance on how
collaboration may take place when the individuals are not physically together. In
fact, for many subjects, it is already very common that work takes place with
remote collaborators.
Centres may wish to provide students with guidance on the number of
collaborative meetings that should be undertaken, and model agendas for the
meetings. Agendas should recognise the progress of the work, so that they help
students to understand how they should be progressing. For example, if the
assignment were for an ‘online exhibition’ of graphics work:
• Meeting 1 – Week 1 – Defining roles, responsibilities and research areas.
• Meeting 2 – Week 3 – Research outcomes, initial concepts
• Meeting 3 – Week 5 – Presenting Work-in-progress
• Meeting 4 – Week 7 – Planning the Online Exhibition, review of
individual work
• Meeting 5 – Week 8 – Reviewing Online Exhibition, discussing individual
written statements for website
The same model could be adapted for students developing a collaborative
marketing plan, or computer program. The importance is to use the schedule of
meetings to encourage the collaboration and guide the students in the
development of their work.
Group working and collaboration are key skills for every BTEC Higher National
student. While the current situation poses challenges for students and tutors, it is
important that students continue to have the opportunity to engage with each
other and to collaborate. This will ensure that they develop important skills, that
will support them in the workplace, and that they continue to share their ideas,
challenges and views with each other.
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COVID-19 Teaching and Assessment Guidance for BTEC Higher Nationals
Author: Head of HE Research and Qualifications
Approver: Director of Higher Education Qualifications
v.1 6th April 2020 DCL 1 – PublicHow to approach the use of alternative software
Where students may be required/expected to use specialist software, that they may
not have access to outside of the college, centres may allow students to use
alternative software; provided students will be able to produce the necessary
assessment evidence. Where centres do require students to use specific software,
they must be assured that all students can access and use the software on their
personal computers. If students do not have any access to specialist
software/resources/equipment and have not yet completed the associated tasks
and are unable to do so during this time, centres will need to delay assessment
until those tasks can be completed.
Centres are encouraged to provide students with guidance as to suitable free or
low-cost software that may be used to undertake work. For example:
• GNU Image Manipulation Program (GIMP) – a free photo editing package
• Tracktion T7 – Free Digital Audio Workstation (DAW)
• BandLab Cakewalk – Free Digital Audio Workstation (DAW)
• Inkscape – Free vector graphics/illustration program
• Blender – Free 3d modelling, rendering and animation system
• DraftSight – Free CAD software (compatible with AutoCAD)
• LightWorks – Free video editing software
• Scribus – Free digital page layout alternative to InDesign
• LibreOffice – Free word processing, spreadsheets, presentation software
(compatible with Microsoft Office)
There are many free or low-cost alternatives available. Many software vendors
provide free versions of software for students. Searching on the Internet will result
in extensive lists.
Some large, industry-standard software vendors provide free versions of their
software for education. Two of the most common are:
• Microsoft – Word, Excel, Powerpoint and other are available for free.
• AutoDesk – AutoCAD, Revit, Maya, 3DS Max, Inventor and many others
are available for free download.
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COVID-19 Teaching and Assessment Guidance for BTEC Higher Nationals
Author: Head of HE Research and Qualifications
Approver: Director of Higher Education Qualifications
v.1 6th April 2020 DCL 1 – PublicIn addition, many vendors offer low-cost educational licenses for their software. For
example, Adobe Creative Cloud (Photoshop, Illustrator, InDesign, etc.) offer a low-
cost monthly license for students.
Finally, many vendors offer fully functional trial versions of their software. These
may allow students to complete work using the same software as found in
college. Centres are encouraged to explore whether trial versions of their software
may be available and provide students with appropriate guidance.
It is important to keep in mind that, in using any software, it is the underlying skills
that are being developed; not the use of specific software. Where an alternative
software solution may be available to enable students to complete their work,
without the need for considerable expense, this should be given serious
consideration.
Where students may be allowed to use alternative software, centres should
consider the additional time that may be necessary for students to make the
transition to using new tools. This may require additional time to complete
assignments.
How to approach laboratory work
Where a practical lab/workshop activity can be substituted by an equivalent non-
practical simulated activity, centres are advised to consider accessing licenses of the
simulation software for these students to use in completing the assignment (at
home).
Where licensing is not viable, centres are advised to explore providing results of
relevant practical lab experiments to students to analyse and evaluate in writing a
report as an alternative assessment. Where the unit assessment criteria cannot be
assessed remotely through alternative forms of assessments (e.g.
simulation), centres are advised to delay those assignments to next year.
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COVID-19 Teaching and Assessment Guidance for BTEC Higher Nationals
Author: Head of HE Research and Qualifications
Approver: Director of Higher Education Qualifications
v.1 6th April 2020 DCL 1 – PublicHow to approach work experience
For those students currently studying an optional work experience
unit, centres may adapt assessment accordingly if students are no longer able
to access the workplace. For example, students can still draw upon any
previous work experience and hours fulfilled to complete performance
development plans or reflective journals.
Centres should consider any placement, work experience or sessions for any units
that require practical activities that have already been completed by the students;
and (where appropriate) request a record of activity. This can be a witness
testimony/ observation record from the supervisor, preferably supported by
additional documentation.
Centres can also provide additional work-place scenarios and situations for
students to address, discuss and resolve, this will help facilitate further completion
of their reflective practice. Assessment tools such as reflective statements, online
discussion forums, e-portfolio of action plans for future improvements and a
catalogue template for recommended methods and techniques could be used to
support assessment.
For those students currently undertaking qualifications where work placement,
and/or assessment in work placement is a mandatory element of
the programme, centres are advised to refer to sector-specific guidance provided
for further clarification regarding arrangements in place (see Appendix 2:
Healthcare, Social and Community Work, and Early Years Covid-19 FAQs 2021).
How to approach presentations
Where the student may be required to give a presentation, centres may consider
the possibility that this is done via online systems (e.g. Zoom, Skype, etc.) or that
the student records themselves giving the presentation and sends this to
the centre/tutor for review. Students can still submit their presentation/speaker
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COVID-19 Teaching and Assessment Guidance for BTEC Higher Nationals
Author: Head of HE Research and Qualifications
Approver: Director of Higher Education Qualifications
v.1 6th April 2020 DCL 1 – Publicnotes and accompanying materials to their tutors and question and answer
sessions can still be conducted by tutors online, where possible.
In addition, the student being assessed could develop an online survey and share
this. Peers and their tutor can provide both live and written feedback on the
effectiveness of the initiative in achieving the required objectives, for the student to
use to produce reflective evaluations of their performance and its impact.
Sector-specific guidance
Business
General guidance for group work, presentation and research is given above which
should be relevant in this sector.
HN Online can also be used to support the online delivery of both Level 4 and 5
Business units. This digital solution created by Pearson enables flexible delivery of
BTEC Higher National qualifications and provides critical course content via
a personalised learning path.
Healthcare, Social and Community Work, and Early Years
Where centres are delivering these qualifications, there are a number of solutions
that may be applied as set out above, depending on the type of qualification the
student is undertaking and where the student is in their programme. Given the
work-integrated and occupational requirements of the Higher
National qualifications in Healthcare Practice, Healthcare Practice for England, Early
Childhood Education and Care, and Advanced Practice in Early Years
Education, centres will in the first instance be expected to
adjust formal assessments to support students in achieving their full qualification.
Where this is not possible, or poses a risk to a student’s competence to practice, the
decision should be taken to pause formal assessment activity, and delay
the awarding of the student’s qualification to such a time when the centre reopens.
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COVID-19 Teaching and Assessment Guidance for BTEC Higher Nationals
Author: Head of HE Research and Qualifications
Approver: Director of Higher Education Qualifications
v.1 6th April 2020 DCL 1 – PublicMore detailed guidance on work placement and associated assessment
requirements are provided in Appendix 2: Healthcare, Social and Community Work,
and Early Years Covid-19 FAQs 2021.
Construction/Construction and the Built Environment
Where students may be required to demonstrate a process, centres may wish to
consider whether a student explaining the process (through a written work or
audio-visual presentation) may show sufficient knowledge/skill to allow
assessment to take place. Centres must be confident that students have
had sufficient prior engagement with equipment/processes to ensure that they are
aware of (and can evidence) any health and safety implications to the
equipment/process. Any adjustment to the assessment, in these cases, should be
considered carefully.
In some cases, for example Unit 6: Construction Information (in which students
are asked to produce different forms of construction information), it is worth noting
that none of the learning outcomes or assessment criteria require the use of
CAD/BIM software. While centres may typically require this in their assignment, it is
possible to achieve the learning outcomes through the use of hand drawing.
Art and Design, Creative Media Practice
Where students may be able to continue to develop project work,
artefacts, art work outside of the facilities offered by the centre, photographic
evidence of the process of making and the finished work may be accepted in lieu of
the viewing the finished work ‘in-person’.
Music, Performing Arts
Performances
Centres are encouraged to review all performance evidence that students have
already completed. If sufficient practical performances have already been
demonstrated by students then assessment could be based on their performances
to date using existing evidence.
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COVID-19 Teaching and Assessment Guidance for BTEC Higher Nationals
Author: Head of HE Research and Qualifications
Approver: Director of Higher Education Qualifications
v.1 6th April 2020 DCL 1 – PublicIf students have not yet completed any/some of the performance-based
assessments for units, and if students are performing solo pieces, please consider
where possible live streaming events on platforms such as Facebook, and filmed
performances. Social media platforms including the centre’s Facebook private
group page, centre based intranet forums, etc. can be used to gather evidence of
audience reaction and feedback and this evidence can be used for students to
critique their performances. Centres are reminded that events can be set to private
on Facebook and do not have to be visible to the general public.
Where performances are recorded, although the quality of the video is not being
assessed, centres must be able to view the performance/demonstration clearly and
the audio must be clear. Most phones and laptops have the capability to record
appropriate footage. If students do not have these facilities, centres should
consider supporting students’ access them.
If students are working in a group situation and have not yet completed their
performance tasks and are unable to do so during this time, you may need to delay
assessment until those tasks can be completed.
Centres are reminded that many of the performance-based units can be assessed
in a classroom/studio environment and do not specify assessment through an
actual production. Performances that have been assessed in a rehearsal space are
valid for assessment.
Centres are reminded of the need to have students complete the necessary forms
to confirm the authenticity of the work submitted.
Specialist software
Any score writing tasks e.g. transcriptions and compositions, can still be completed
in the more traditional way (handwritten scores) where specialist software is not
available.
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COVID-19 Teaching and Assessment Guidance for BTEC Higher Nationals
Author: Head of HE Research and Qualifications
Approver: Director of Higher Education Qualifications
v.1 6th April 2020 DCL 1 – PublicComputing
Where specialist software is required to complete a practical task (programming
software, database software, etc.) centres should in the first instance look for
alternative/free/online versions which students are able to download and use from
home. In the case of hardware, for networking for example, the use of simulation
tools such as Packet Tracer would be a good alternative. It must be noted that
where students are completing units that also map to vendor certifications, they
may not have the necessary skills to undertake the vendors professional exams if
they have no practical experience.
Centres may want to consider adapting the assessment so students can provide
written (or other type of evidence) to show how they would have done the practical
activity, for example .programming can be written out instead of actually
programmed in software. Care must be taken to ensure that the alternative
evidence provides comprehensive understanding of how the practical task would
have otherwise been undertaken e.g. in the programming unit the student will have
to ‘write’ out the algorithms in a suitable language and explain how these would be
implemented in the chosen Integrated Development Environment (IDE).
Hospitality Management
At Level 4 for those units that require some practical application in the kitchen e.g.
Unit 9: Managing Food Production and Unit 10: International Gastronomy, the
use of support videos and guides for cooking techniques and recipes could be used
to enable students to discuss different types of methods and techniques, create
Standard Operational Plans, menus and practice some of the basic elements of
cooking. Students could share images and videos of their creations and produce a
portfolio of evidence to support assessment if required.
For those students currently studying the culinary arts Unit 11: Creative Patisserie
and Artisan Bakery and/or Unit 12: Butchery and Fishmongery, that require
specialist methods and techniques, it is advisable to only assess LO1 and LO4 at
this stage and to postpone the delivery and assessment of LO2 and LO3 until a later
date in the year. If sufficient practical application has already been demonstrated
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COVID-19 Teaching and Assessment Guidance for BTEC Higher Nationals
Author: Head of HE Research and Qualifications
Approver: Director of Higher Education Qualifications
v.1 6th April 2020 DCL 1 – Publicby students then assessment could be based on their performance to date using
observation records completed retrospectively to provide as evidence.
At Level 5, Unit 29: Managing and Planning an Event can be assessed using the
planning and preparation of a virtual event rather than a face to face event. The
assessment strategy can be adapted to either focus on a range of different types of
events for the students to research and use as case studies or, if they have
prepared and planned a forthcoming event, for the student to arrange contingency
and move to a virtual event.
Applied Science
Please refer to the guidance on laboratory work above.
Tutors should also review the practical work already undertaken for all units to
determine whether some of it may provide evidence for specific practical criteria in
other units.
Centres should also remember that health and safety considerations are likely to
rule out many fieldwork activities, which would be best moved into next academic
year of delivery.
Sports and Sports and Exercise Science
Centres are reminded that where units require work experience
or work placements, hours are not currently set and at this time are
recommendations only. If students have evidenced the required work, the placement
hours are flexible and at the discretion of the centre. Please refer to the guidance
on work experience given earlier in this document.
Where coaching and activity leadership sessions are required these may be
delivered by the student who could practically demonstrate a coaching/activity
session to a family member (s) who could then provide a witness testimony,
evaluation and feedback.
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COVID-19 Teaching and Assessment Guidance for BTEC Higher Nationals
Author: Head of HE Research and Qualifications
Approver: Director of Higher Education Qualifications
v.1 6th April 2020 DCL 1 – PublicFor Unit 6: Training, Fitness, Testing, the student could use pre-existing data
collected and assessors could present this in the assignment brief as an identified
task for interpretation.
For completion of practical work such as Unit 7: Inclusive Sport, Unit 18: Working
with Young People, centres should consider where virtual planned sessions linked
to special populations/children/ elderly may be integrated into an
amended/adapted assignment brief.
For Unit 5: Coaching Practice & Skill Development the centre may wish to draw
on pre-published video materials that will enable the student to analyse different
coaches working in different environments.
For Unit 19: Expedition Leadership and Unit 20: Residential Leadership
Activity Centres could provide a case study that includes tasks specifically to
address how a student could ‘demonstrate’ potentially with a team task that would
show leadership skills.
For Unit 35: Teaching Practice, the student can plan a short series of face to face
short teaching sessions or virtual sessions where the students are recorded and the
assessor can provide summative feedback.
For Unit 31: Event Management the student could set up an event that is
delivered in the home working environment or offered remotely to peers/family
and receive feedback from the participants – there is no need for a minimum
number of group members for the event.
Engineering
Where specialist resources are required to facilitate hands-on practical skills and
knowledge that are essential to the successful delivery and learning of the content
(e.g. Unit 6 Mechatronics, Unit 10 Mechanical Workshop Practices, Unit 47
Analogue Electronics), centres are advised to delay delivering those units to next
year. Where specialist licenced software (including simulation tools and CAD
software) is required to deliver the content, centres are advised to seek
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COVID-19 Teaching and Assessment Guidance for BTEC Higher Nationals
Author: Head of HE Research and Qualifications
Approver: Director of Higher Education Qualifications
v.1 6th April 2020 DCL 1 – Publicfree/evaluation/online alternatives that the students can install and use from home
or to extend the existing software licenses for use at home.
Where specialist hardware is required to complete the assignment, and there are
no suitable simulation tools, for students completing in 2021 centres are advised to
delay those assignments to next year. Example assessments to delay include 6:
Mechatronics; 10: Mechanical Workshop Practices; 20: Digital Principles; 22:
Electronic Circuits and Devices; 23: Computer Aided Design and Manufacture
(CAD/CAM); 37: Virtual Engineering; 40: Commercial Programming Software;
41: Distributed Control Systems; 45: Industrial Systems; 46: Embedded
Systems; 47: Analogue Electronic Systems; 49: Lean Manufacturing; 52:
Further Electrical, Electronic and Digital Principles; 54: Further Control
Systems Engineering; 55: Aircraft Flight Control Systems; 56: Aircraft
Propulsion Principles and Technology.
Where assessment of hands-on practical skills and knowledge is essential in
ensuring standards and/or compliance with the professional bodies, centres are
advised to delay those assessments to next year. Where specialist licenced software
(including simulation tools and CAD software) is required to deliver the
content, centres are advised to seek free/evaluation/online alternatives that the
students can install and use from home or to extend the existing software licenses
for use at home.
Land-based
The Land-based suite of BTEC Higher Nationals includes subject-specific pathways
in agriculture, horticulture and animal management. Students studying Land-
based programmes are not working towards a license to practice; however, it
is recognised that a significant number of units require practical engagement by the
student to achieve the learning outcomes.
Where practical activities require the use of specialist resources such as machines,
livestock, or plants it should not be expected that all students will have access to
appropriate resources. It may be possible to review practical activities already
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COVID-19 Teaching and Assessment Guidance for BTEC Higher Nationals
Author: Head of HE Research and Qualifications
Approver: Director of Higher Education Qualifications
v.1 6th April 2020 DCL 1 – Publicundertaken and map across to other units. Additional evidence may also be
available via previous work experience, if of sufficient quality and depth, or if the
student lives on a Land-based holding.
It is recognised that many land-based activities have a seasonal component that
prevent the activity being completed at another point of the year. In these specific
situations it may be preferable to defer these activities from Year 1 to Year 2 if
appropriate. For Year 2 units, there may be evidence from units completed in Year
1.
The optional work experience unit in the Land-based RQF BTEC Higher Nationals
(Unit 33 for Agriculture, Unit 41 for Animal Management, and Unit 36 for
Horticulture) has a minimum requirement of 80 hours of work experience. Further
guidance is provided within the general guidance at the start of this document on
how to approach work experience.
Centres should also remember that health and safety considerations are likely to
rule out most fieldwork activities.
Where units have a design focus (such as those within the HND
Horticulture Garden Design pathway) centres should refer to the guidance on
alternative software above.
The optional unit on teaching in a specialist subject (Unit 14 for Horticulture, Unit
22 for Animal Management and Unit 17 for Agriculture) requires preparation,
delivery and reflection on teaching practice. This could be achieved via the use of
online systems (e.g. Zoom, Skype etc.) which would facilitate the delivery
of an online session to a group and also allow the assessor to view performance.
Please also refer to the guidance on laboratory work above where applicable.
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COVID-19 Teaching and Assessment Guidance for BTEC Higher Nationals
Author: Head of HE Research and Qualifications
Approver: Director of Higher Education Qualifications
v.1 6th April 2020 DCL 1 – PublicAppendix 1
Table 1 provides an indicative list of alternative assessments for the relevant unit
level assessments as outlined in the qualification specification definitive documents
(See BTEC Higher Nationals).
Table 1: Alternative Assessment Techniques
Assessment Technique Indicative Alternative Assessment
Note: Centres to design alternative
assessments to meet the requirements of the
LOs.
Case study (physical submission) Case study (online submission or electronic
submission by email)
Discussion forum (in class, verbal) Virtual meetings (Google class, Microsoft
Teams, Zoom, FaceTime, Skype or equivalent
platforms)
Discussion forum (written) Online chat (Google class, Microsoft Teams,
Zoom, FaceTime, Skype, VLEs, blogs or
equivalent platforms)
Dissertation (physical submission) Dissertation (online submission or electronic
submission by email)
Essay (physical submission) Essay (online submission or electronic
submission by email)
Examination (written, campus Individual Coursework (Or) Essay (Or) Online
based) time constrained examination (MCQs and/or
descriptive questions)
Experiment (lab based; face-to- Report on results of the experiment provided
face) by the tutor (online submission or electronic
submission by email)
Independent research report Independent research report (online
(physical copy) submission or electronic submission by email)
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COVID-19 Teaching and Assessment Guidance for BTEC Higher Nationals
Author: Head of HE Research and Qualifications
Approver: Director of Higher Education Qualifications
v.1 6th April 2020 DCL 1 – PublicOral/Viva (in class, verbal) Oral/Viva (Google class, Microsoft Teams,
Zoom, FaceTime, Skype or equivalent
platforms; Telephone)
Peer review (written, in class) Peer review report (online submission or
electronic submission by email)
Presentation (face-to-face, in class) Presentation (live via Google class, Microsoft
Teams, Zoom, FaceTime, Skype or equivalent
platforms)
Presentation (recorded online submission or
electronic submission by email)
Production of an artefact (physical Presentation of the production phases of an
submission) artefact (Google class, Microsoft Teams, Zoo,
Skype or equivalent platforms; recorded online
submission or electronic submission by email)
OR
Report on the production phases of an artefact
(online submission or electronic submission by
email)
Performance portfolio (physical Performance portfolio (online submission or
submission) electronic submission by email)
Practical work (lab based, face-to- Practical work report (simulated tools output;
face) online submission or electronic submission by
email)
Project report (physical Project report (online submission or electronic
submission) submission by email)
Role playing (in class) Role playing (live via Google class, Microsoft
Teams, Zoom, FaceTime, Skype or equivalent
platforms)
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COVID-19 Teaching and Assessment Guidance for BTEC Higher Nationals
Author: Head of HE Research and Qualifications
Approver: Director of Higher Education Qualifications
v.1 6th April 2020 DCL 1 – PublicIndividual report (online submission or
electronic submission by email)
Self-reflection (physical submission Self-reflection (online submission or electronic
of the report) submission by email)
Simulated activity (in class Individual report (online submission or
demonstration) electronic submission by email)
Team assessment (written report, Team assessment (report, online submission
physical submission) or electronic submission by email)
Individual assessment (report, online
submission or electronic submission by email)
Team assessment (verbal, in class) Team assessment (live via Google
class, Microsoft Teams, Zoom, FaceTime, Skype
or equivalent platforms)
Team assessment (report, online submission
or electronic submission by email)
Individual assessment (report, online
submission or electronic submission by email)
Written task/report (physical Written task/report (online submission or
submission) electronic submission by email)
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COVID-19 Teaching and Assessment Guidance for BTEC Higher Nationals
Author: Head of HE Research and Qualifications
Approver: Director of Higher Education Qualifications
v.1 6th April 2020 DCL 1 – PublicAppendix 2
Healthcare, Social and Community Work, and Early Years Covid-19 FAQs 2021
Frequently Asked Questions and guidance for providers and colleges delivering BTEC
Higher National qualifications in Healthcare, Social and Community Work and Early
Childhood Education who are attempting to maintain their provision in the new
environment, and to progress students into study in 2021
It is important to note that these FAQs only apply where it is intended that students
on programme will be continuing in their BTEC Higher National programme in
2021; where it is intended that students will certificate in 2020, further guidance will
be issued following guidance from Ofqual on the awarding of vocational
qualifications in 2020. These FAQs will be updated following this guidance.
Practice-related Requirements and Assessment Guidance for Healthcare, Social
and Community Work, Early Years and Counselling subjects
Q: My student is unable to complete their placement hours due to the closure of/impact
on their workplace of Covid-19. What can we do?
A: Progressing HND students who are currently in the first year of their programme
will be expected to have satisfactorily completed 70% of the total work placement
hours for Level 4 of their programme (HNC), to successfully progress to Level 5
(HND) without providing any additional evidence, other than confirmation of the
circumstances in which the student could not complete the remainder of their work
placement hours (see Confirmation of circumstances in which students are unable to
meet mandatory work placement hours below).
Students are permitted to meet this requirement through completing these hours
in different work placement environments, providing these placements meet the
minimum placement requirements as stipulated in the relevant programme
specification.
Where this is not possible, centres will be expected to use their discretion to
determine whether the individual student should progress into study in 2021.
Students given this consideration will be expected to attain the deficit in the
minimum 70% work placement hours in the next stage of their programme, in
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COVID-19 Teaching and Assessment Guidance for BTEC Higher Nationals
Author: Head of HE Research and Qualifications
Approver: Director of Higher Education Qualifications
v.1 6th April 2020 DCL 1 – Publicaddition to the mandatory work placement hours expected in that subsequent
stage.
Example:
Student A started their HND programme in September 2019. Their HND has a
mandatory requirement of 300 hours’ work placement over the course of the
programme; 150 hours in the HNC year and 150 hours in the HND year.
Student A has only been able to complete 100 hours’ work placement to date (67%
of the required hours), and can no longer access their work placement, or gain an
alternative work placement, to complete the expected minimum of 105 hours (70%
of the required hours).
Student A’s performance in their work placement has been satisfactory and there
have been no significant concerns raised regarding their practice or their
competence to develop the skills to practice, and the centre determines that the
student should progress on to the HND year of their programme.
Student A will be expected to complete the remaining 5 hours’ work placement in
their HND year, in addition to the 150 hours expected in the HND year, for a total of
155 hours.
Q: Confirmation of circumstances in which students are unable to meet mandatory work
placement hours
A: Where discretion is applied (either to support students’ progression who have
met the 70% minimum expected completion or to support students’ progression
who have not met the minimum expected completion), a full audit trail should be
held at the centre, including the student’s attendance log, confirmation from the
work placement of the circumstances in which the student could no longer attend,
along with the certificate of completion. These records should be made available to
the External Examiner to audit during the next sampling opportunity.
Can my centre use alternative methods to assess practice-based Learning Outcomes and
associated criteria, where direct observation is the method of assessment?
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COVID-19 Teaching and Assessment Guidance for BTEC Higher Nationals
Author: Head of HE Research and Qualifications
Approver: Director of Higher Education Qualifications
v.1 6th April 2020 DCL 1 – PublicYes, though the circumstances in which this is allowable will differ between the
specific qualifications and pathways that require assessment on placement, as
outlined below:
Qualification/Pathways Guidance
• BTEC Level 4 Higher National These Higher National programmes will
Certificate in Healthcare Practice for require students continuing on their
England (Healthcare and Nursing programme in 2021 to have had at least
Assistant) one satisfactory direct observation of
• BTEC Level 4 Higher National their practice, with no concerns raised,
Certificate in Healthcare Practice for alternative methods to be considered
(Nursing and Healthcare Support) appropriate.
• BTEC Level 5 Higher National The Higher National Diploma will require
Diploma in Healthcare Practice for students to have had at least two
England (Nursing) satisfactory direct observations of their
• BTEC Level 5 Higher National practice, with no concerns raised, for
Diploma in Healthcare Practice for alternative methods to be considered
England (Healthcare Assistant appropriate.
Practitioner)
• BTEC Level 5 Higher National
Diploma in Healthcare Practice
(Nursing and Healthcare Assistant)
Higher Nationals in Advanced Practice in These Higher National programmes will
Early Years Education, and Higher require students to have had at least one
Nationals in Early Childhood Education satisfactory direct observation of their
and Care (all pathways) practice, with no concerns raised, for
alternative methods to be considered
appropriate.
In these circumstances, triangulation of alternative assessment methods should be
used to capture evidence of competence for those aspects of practice not yet
observed (or captured) in PREP/PLAD documentation e.g. through expert witness
testimony, professional discussion and reflective logs.
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COVID-19 Teaching and Assessment Guidance for BTEC Higher Nationals
Author: Head of HE Research and Qualifications
Approver: Director of Higher Education Qualifications
v.1 6th April 2020 DCL 1 – PublicStudents can also reflect on previous observation records/completed activities on
placement to evaluate their practice as related to learning outcomes for
assessments not yet completed.
Even in these circumstances, the qualified assessor assigned to the student will be
expected to confirm the accuracy of the judgement of the student(s) competency
with a signed supporting statement to support. All judgements will be subject to the
usual internal quality assurance protocols.
For all other pathways in the Healthcare Practice, Healthcare Practice for
England, and Social and Community Work qualifications, where observation of
practice in the workplace setting is not mandatory, but is planned, triangulation of
alternative assessment methods can be used to capture evidence that would
otherwise have been obtained through observation of the student’s practice e.g.
through expert witness testimony, professional discussion and reflective logs.
Even in these circumstances, the qualified assessor assigned to the student will be
expected to confirm the accuracy of the judgement of the student(s) competency
with a signed supporting statement to support. All judgements will be subject to the
usual internal quality assurance protocols.
Q: Can we still award students a grade against Unit 2 in Healthcare Practice/Social and
Community Work if the PLAD is not fully completed, or Unit 1 in Early Childhood
Education and Care/Advanced Practice in Early Years Education where the PREP is not
fully completed?
A: Providing the student has completed at least 70% of their PLAD/PREP, the
requirement to complete the PLAD/PREP in the Level 4 (HNC) year of the HND
qualification will be waived. Students will be permitted to progress on to the HND
year providing all other evidentiary requirements are complete. The completion of
the PLAD/PREP can include evidence obtained through alternative means of
assessment as per the example given above.
Q: Can my centre replace direct observations of practice with remote observations?
A: In normal circumstances, this is not something we would accept, and continues
to be the case. It is also very likely that the student’s work placement setting(s) will
not permit devices that can take video recordings.
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COVID-19 Teaching and Assessment Guidance for BTEC Higher Nationals
Author: Head of HE Research and Qualifications
Approver: Director of Higher Education Qualifications
v.1 6th April 2020 DCL 1 – PublicQ: My student is taking the Higher National Diploma in Healthcare Practice for England
(Healthcare Assistant Practitioner) as part of the Level 5 Healthcare Assistant Practitioner
Apprenticeship Standard, do the same considerations apply to them?
A: For apprentices, the overarching and primary guidance for what is permissible
on programme has been issued by the Institute for Apprenticeships and Technical
Education and can be found here. Please refer to these carefully in making
decisions with regards to delivery and the assessment of the Standard.
For the HND qualification element of the Standard, the considerations in the other
FAQs apply.
Q: Where can I get more information and guidance about sector responses to Covid-19?
A: We have a dedicated forum on HNGlobal that provides regular updates and an
opportunity for you to ask questions specific to BTEC Higher Nationals. In
addition, Pearson update our website regularly with the latest information and
guidance on Covid-19 and our response to support centres and students across all
our qualifications. There is separate guidance for UK and International centres, and
links on each of these pages to additional information, support, resources and
guidance. Please check these regularly to keep informed.
Here are some links to UK-based Guidance and resources related to Covid-19 that
is useful for centres delivering Health and Social Care, Early Education and
Counselling qualifications, and related Apprenticeship Standards. These links will be
updated regularly as more information is received.
Nursing and Midwifery Council Response to the Covid-19 Emergency (for students
and educators)
Apprenticeship Guidance (England only) - Coronavirus (COVID-19): apprenticeship
programme response
British Association of Counselling and Psychotherapy Coronavirus (COVID-19):
Guidance and resources for members
Skills for Care Covid-19 Essential Training
Coronavirus: Free e-learning resources from Skills for Health
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COVID-19 Teaching and Assessment Guidance for BTEC Higher Nationals
Author: Head of HE Research and Qualifications
Approver: Director of Higher Education Qualifications
v.1 6th April 2020 DCL 1 – PublicEarly Education (the British Association for Early Childhood Education) Free
Resources and Membership - via HN Global
Coronavirus Guidance and Resources from Social Care Online (SCIE)
29
COVID-19 Teaching and Assessment Guidance for BTEC Higher Nationals
Author: Head of HE Research and Qualifications
Approver: Director of Higher Education Qualifications
v.1 6th April 2020 DCL 1 – PublicYou can also read
